Hashtags are used in Twitter to classify messages, propagate ideas and also to promote specific topics and people. In this paper, we present a linguistic-inspired study of how these tags are... Show moreHashtags are used in Twitter to classify messages, propagate ideas and also to promote specific topics and people. In this paper, we present a linguistic-inspired study of how these tags are created, used and disseminated by the members of information networks. We study the propagation of hashtags in Twitter grounded on models for the analysis of the spread of linguistic innovations in speech communities, that is, in groups of people whose members linguistically influence each other. Differently from traditional linguistic studies, though, we consider the evolution of terms in a live and rapidly evolving stream of content, which can be analyzed in its entirety. In our experimental results, using a large collection crawled from Twitter, we were able to identify some interesting aspects - similar to those found in studies of (offline) speech - that led us to believe that hashtags may effectively serve as models for characterizing the propagation of linguistic forms, including: (1) the existence of a "preferential attachment process", that makes the few most common terms ever more popular, and (2) the relationship between the length of a tag and its frequency of use. The understanding of formation patterns of successful hashtags in Twitter can be useful to increase the effectiveness of real-time streaming search algorithms. Show less
Nobels, J.M.P.; Simons, T.A.; Wal, M.J. van der 2011
Composition theorists concerned with students’ academic writing ability have long questioned the application of voice as a standard for writing competence, and second language compositionists ... Show moreComposition theorists concerned with students’ academic writing ability have long questioned the application of voice as a standard for writing competence, and second language compositionists have suggested that English language learners may be disadvantaged by the practice of emphasizing voice in the evaluation of student writing. Despite these criticisms, however, voice continues to frequently appear as a goal in guidelines for teaching writing and on high-stakes writing assessment rubrics in the United States. Given the apparent lack of alignment between theory and practice regarding its use, more empirical research is needed to understand how teachers apply voice as a criterion in the evaluation of student writing. Researchers have used sociocultural and functionalist frameworks to analyze voice-related discursive patterns, yet we do not know how readers evaluate written texts for voice. To address this gap in research the present study asked: 1) What language features do secondary English teachers associate with voice in secondary students’ writing and how do they explain their associations? 2) How do such identified features vary across genres as well as among readers? Nineteen teachers were interviewed using a think-aloud protocol designed to illuminate their perceptions of voice in narrative and expository samples of secondary students’ writing. Results from an inductive analysis of interview transcripts suggest that participating teachers associated voice with appraisal features, such as amplified expressions of affect and judgment, that are characteristic of literary genres. Show less
